Do libraries save LGBT students?

Abstract

Purpose Multiple research studies show a positive correlation between library usage and student retention. At the same time, no formal research studies focusing on the effect of library usage on LGBT student persistence and retention exist. The purpose of this paper is to provide information about today’s LGBT undergraduates, their personal and academic needs, and how academic libraries may meet those needs. Design/methodology/approach The author will challenge the grand narrative perpetuated by LGBT librarians that “libraries save [LGBT] lives” through a review of existing research literature on LGBT undergraduates and their personal and academic needs, where libraries play a role in LGBT undergraduate life, and whether or not academic libraries actually meet those needs. Findings No formal research studies on how libraries play a role in the retention of LGBT undergraduates exist. While LGBT undergraduates share many similarities with their peers, they seek out resources and spaces that the library may be able to provide independently or through collaborations with other units on campus. The existence of campus LGBT resource centers may impact LGBT undergraduate use of libraries. Practical implications The author will provide suggestions for academic libraries to create appropriate resources, services, and spaces for LGBT undergraduates so that they persist at their institutions and graduate. Originality/value This is the first research paper to address the role that academic libraries play in LGBT student retention.

Why are bathrooms inclusive if the stacks exclude?

“…While the ideal outcome would be to have individuals working the reference desk provide these types of information upon request, the continued persistence of library anxiety (Mellon, 1986) and the alienation of students feeling comfortable seeking out information requires that these mediations exist. Further, given that these libraries are located at academic institutions, the very students who seek out this type of information are more likely already going to a designated LGBTQIA+ outreach center for such information (Wexelbaum, 2018). We suggest then that even if a robust set of resources are not strong points of information provision for a respective academic library that they provide at least a point of contact for the outreach centers mentioned above.…”

Perceptions of Academic Librarians toward LGBTQ Information Needs: An Exploratory Study

“…16 More recently, Wexelbaum has discussed the role of the academic library not only as an information resource for LGBTQ students but also as a "safe space" and an academic support to increase student retention. 17 In nearly all of the literature around LGBTQ library services and collections, gender identity is included with sexual orientation under the LGBTQ umbrella. However, a recent survey into the needs and experiences of transgender library patrons shows a reluctance to use reference services because of previous bad experiences or fear of facing discrimination or ignorance at the reference desk.…”

The Reading Habits and Preferences of LGBTIQ+ Youth

“…Compounding this problem, the research articles written for and by librarians on traditional LGBTIQ+ collection development for youth often do not include qualitative or quantitative evidence of the reading preferences of their young LGBTIQ+ patrons. Instead, these papers focus on what librarians ought to do based on the experiences of older generations of LGBTIQ+ librarians whose reading preference, historically, has been print books (Cart & Jenkins, 2004;Chapman, 2013;Chapman, 2014;Chapman, 2015;Naidoo, 2014, p. 86;Naidoo, 2015;Oltmann, 2015;Wexelbaum, 2017a). Reviewers of LGBTIQ+ books for youth and panelists on book award panels are often at least one generation removed from the readers whom the librarians aim to serve.…”

“…These materials include print books, electronic books, blogs, and social media content. For these youth, reading often takes the form of a social activity, an identity-affirming activity, and an emotional regulation activity much more so than an academic cognitive process (Bittner, 2017;Blackburn & Clark, 2011;Brammer, 2017;Craig & McInroy, 2014;Fabian, 2015;Fagan, 2013;Flanders et al, 2017;Hamer, 2003;Hillier & Harrison, 2007, p. 95;Kivel & Kleiber, 2000, p. 222-223;Lucero, 2017;Paridis, 2016;Pruitt, 2016;Wexelbaum, 2017a;Wexelbaum, 2017b). For these reasons, for future assessments of reading habits and preferences of LGBTIQ+ youth, we must develop a new definition of reading.…”